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Mathematics Page 99 In addition, estimation, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. Estimation and Mental Computation • Know and apply appropriate methods for estimating the...
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Mathematics Page 99 In addition, estimation, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. Estimation and Mental Computation • Know and apply appropriate methods for estimating the results of computations. • Use estimation to decide whether answers are reasonable. • Decide when estimation is an appropriate strategy for solving a problem. • Determine appropriate accuracy and precision of measurement in problem situations. • Use properties of
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=13
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 9 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=19
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=26
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Page 22 Mathematics In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=32
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 28 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=38
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 social and mathematical phenomena. In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=45
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 41 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=54
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 social and mathematical phenomena. In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=63
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 59 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=72
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 68 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=81
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=93
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=103
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 99 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=113
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
that connects the two islands directly. The city planners want to know if it is possible to start at one point, cross all five bridges, and end up at the same point without crossing a bridge twice. Use a graph to help solve this problem. IM2 .4 .10 Use critical-path analysis to solve <span class="highlight">scheduling</span> problems . Example: Write a critical task list for redecorating your room. Some tasks depend on the completion <span class="highlight">of</span> others and some may be carried out at any <span class="highlight">time</span>. Use a graph to find the least amount <span class="highlight">of</span> <span class="highlight">time</span> needed
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=115
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=126
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=136
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
middle school and high school students’ understanding and skills. – The focus must be on learning mathematics and using technology as a tool rather than as an end unto itself. References American Diploma Project (2004). <span class="highlight">Ready</span> or Not: Creating a High School Diploma that Counts. Washington, D.C.: Achieve, Inc. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> Mathematics (2000). Principles and Standards for School Mathematics. Reston VA: author. PC IM3 IM2 IM1 G a 2 a 1 8 7 6 5 4 3 2 1 K Pre-Calculus/Trigonometry
Microsoft Word - mathsol2009.doc
will be used. *DM.4 The student will apply algorithms, such as Kruskal’s, Prim’s, or Dijkstra’s, relating to trees, networks, and paths. Appropriate technology will be used to determine the number of possible solutions and generate solutions when a feasible number exists. *D...
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will be used. *DM.4 The student will apply algorithms, such as Kruskal’s, Prim’s, or Dijkstra’s, relating to trees, networks, and paths. Appropriate technology will be used to determine the number of possible solutions and generate solutions when a feasible number exists. *DM.5 The student will use algorithms to schedule tasks in order to determine a minimum project time. The algorithms will include critical path analysis, the list-processing algorithm, and student-created algorithms. *DM.6 The student
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=28
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=28
Mathematics Standards <span class="highlight">of</span> Learning for Virginia Public Schools – February 2009 22 Grade Eight The eighth-grade standards are intended to serve two purposes. First, the standards contain content that reviews or extends concepts and skills learned in previous grades. Second, they contain new content that prepares students for more abstract concepts in algebra and geometry. The eighth-grade standards provide students additional instruction and <span class="highlight">time</span> to acquire the concepts and skills necessary for success
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45
will be used. *DM.4 The student will apply algorithms, such as Kruskal’s, Prim’s, or Dijkstra’s, relating to trees, networks, and paths. Appropriate technology will be used to determine the number <span class="highlight">of</span> possible solutions and generate solutions when a feasible number exists. *DM.5 The student will use algorithms to schedule tasks in order to determine a minimum project <span class="highlight">time</span>. The algorithms will include critical path analysis, the list-<span class="highlight">processing</span> algorithm, and student-created algorithms. *DM.6 The student
GRADE 4
conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case of the scheduling problem. Example: • Eight student...
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conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case of the scheduling problem. Example: • Eight students in the class are researching six different Arizona bats, but they are having a hard time arranging for times to meet together. Each meeting will require a full class period at the end of the day. The teacher wants to use as
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=20
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case <span class="highlight">of</span> the <span class="highlight">scheduling</span> problem. Example: • Eight students in the class are researching six different Arizona bats, but they are having a hard <span class="highlight">time</span> arranging for times to meet together. Each meeting will require a full class period at the end <span class="highlight">of</span> the day. The teacher wants to use as
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=21
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 4 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 21 Approved 6.24.08 Performance Objectives
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2004 134 English Language Arts In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend time...
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2004 134 English Language Arts In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend time–both inside and outside the classroom–reading and writing under condi- tions for learning that are favorable for individual achievement. Likewise, some time should be spent in individual, small-group, and whole-group
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=73
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
sources). 5.07 Use established criteria to edit for language conventions and format. 5.08 Demonstrate evidence <span class="highlight">of</span> language cohesion by: • logical sequence <span class="highlight">of</span> fiction and nonfiction retells. • <span class="highlight">time</span> order sequence <span class="highlight">of</span> events. • sustaining conversations on a topic. 5.09 Create readable documents through legible handwriting (cursive) and/or word <span class="highlight">processing</span>. 50
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=148
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • How will the different approaches impact class size and teacher position allocation in the English department? in other departments? • What <span class="highlight">scheduling</span> challenges and options are presented by the different approaches? 125
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=156
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Furthermore, the law stated "...these programs shall include early and <span class="highlight">systematic</span> phonics instruction." Because <span class="highlight">of</span> the great interest <span class="highlight">of</span> the public in effective reading instruction and because <span class="highlight">of</span> specific North Carolina legislation about the content <span class="highlight">of</span> public school reading instruction, it is essential that those who teach beginning reading and those responsible for implementing reading instruction in each local school system become very familiar with this section <span class="highlight">of</span> the curriculum and with the reading grade level
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=157
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 134 English Language Arts In the classroom, a balance <span class="highlight">of</span> instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend <span class="highlight">time</span>–both inside and outside the classroom–reading and writing <span class="highlight">under</span> condi- tions for learning that are favorable for individual achievement. Likewise, some <span class="highlight">time</span> should be spent in individual, small-group, and whole-group
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
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experience with many literary genres through reaction, reflection, and introspection; . Instructional skills and strategies, including direct and explicit instruction; modeling of skills/strategies for students, and opportunities for students to be a teacher to others, that ready stude...
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experience with many literary genres through reaction, reflection, and introspection; . Instructional skills and strategies, including direct and explicit instruction; modeling of skills/strategies for students, and opportunities for students to be a teacher to others, that ready students to become competent readers, writers, speakers, listeners, and viewers; . Instruction delivered in meaningful contexts so that students preserve the learning for future use or transfer to other learning; . “Active learning” in
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=3
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=3
experience with many literary genres through reaction, reflection, and introspection; . Instructional skills and strategies, including direct and explicit instruction; modeling <span class="highlight">of</span> skills/strategies for students, and opportunities for students to be a teacher to others, that <span class="highlight">ready</span> students to become competent readers, writers, speakers, listeners, and viewers; . Instruction delivered in meaningful contexts so that students preserve the learning for future use or transfer to other learning; . “Active learning” in
Speaking Standard 3
experimental and theoretical probabilities. 6. Understand and use the “law of large numbers” (that experimental results tend to approach theoretical probabilities after a large number of trials). 4.4.12 C. Discrete Mathematics—Systematic Listing and Counting...
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experimental and theoretical probabilities. 6. Understand and use the “law of large numbers” (that experimental results tend to approach theoretical probabilities after a large number of trials). 4.4.12 C. Discrete Mathematics—Systematic Listing and Counting 1. Calculate combinations with replacement (e.g., the number of possible ways of tossing a coin 5 times and getting 3 heads) and without replacement (e.g., number of possible delegations of 3 out of 23 students). 2. Apply the multiplication rule of
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=27
www.nj.gov/education/cccs/2004/s4_math.pdf#page=27
grids <span class="highlight">of</span> different sizes • Finding which shape has minimal (or maximal) area, perimeter, volume, or surface area <span class="highlight">under</span> given conditions using graphing calculators, dynamic geometric software, and/or spreadsheets • <span class="highlight">Estimation</span> <span class="highlight">of</span> area, perimeter, volume, and surface area Adopted 1/9/2008 Mathematics
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=44
www.nj.gov/education/cccs/2004/s4_math.pdf#page=44
experimental and theoretical probabilities. 6. Understand and use the “law <span class="highlight">of</span> large numbers” (that experimental results tend to approach theoretical probabilities after a large number <span class="highlight">of</span> trials). 4.4.12 C. Discrete Mathematics—<span class="highlight">Systematic</span> Listing and Counting 1. Calculate combinations with replacement (e.g., the number <span class="highlight">of</span> possible ways <span class="highlight">of</span> tossing a coin 5 times and getting 3 heads) and without replacement (e.g., number <span class="highlight">of</span> possible delegations <span class="highlight">of</span> 3 out <span class="highlight">of</span> 23 students). 2. Apply the multiplication rule <span class="highlight">of</span>
WYOMING LANGUAGE ARTS
letter, essay, and story). Students compose both "on demand" works and works that allow time for reflection and revision. Their writing demonstrates logic and coherence, with some complexity of thought and structure. Students' writing is well organized and fluent, and demonst...
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letter, essay, and story). Students compose both "on demand" works and works that allow time for reflection and revision. Their writing demonstrates logic and coherence, with some complexity of thought and structure. Students' writing is well organized and fluent, and demonstrates use of standard language conventions. They use word processing, as appropriate, throughout the writing process. BASIC PERFORMANCE 11 th grade students at the basic performance level write for a purpose and a specific audience
61
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=61
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=61
letter, essay, and story). Students compose both "on demand" works and works that allow <span class="highlight">time</span> for reflection and revision. Their writing demonstrates logic and coherence, with some complexity <span class="highlight">of</span> thought and structure. Students' writing is well organized and fluent, and demonstrates use <span class="highlight">of</span> standard language conventions. They use word <span class="highlight">processing</span>, as appropriate, throughout the writing process. BASIC PERFORMANCE 11 th grade students at the basic performance level write for a purpose and a specific audience
Microsoft Word - 06.029.0010.doc
direction on the first object (i.e., Newton’s third law); (b) grades 9-12 performance standards on motion: (i) apply Newton’s laws to describe and analyze the behavior of moving objects, including: displacement, velocity and acceleration of a moving object, Newton’...
1
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direction on the first object (i.e., Newton’s third law); (b) grades 9-12 performance standards on motion: (i) apply Newton’s laws to describe and analyze the behavior of moving objects, including: displacement, velocity and acceleration of a moving object, Newton’s second law (F = ma), e.g., momentum and its conservation, the motion of an object falling under gravity, the independence of a falling object’s motion on mass
19
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=19
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=19
direction on the first object (i.e., Newton’s third law); (b) grades 9-12 performance standards on motion: (i) apply Newton’s laws to describe and analyze the behavior <span class="highlight">of</span> moving objects, including: displacement, velocity and acceleration <span class="highlight">of</span> a moving object, Newton’s second law (F = ma), e.g., momentum and its conservation, the motion <span class="highlight">of</span> an object falling <span class="highlight">under</span> gravity, the independence <span class="highlight">of</span> a falling object’s motion on mass
K-12 Mathematics
New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 8-Adv. Math Page 48 of 69 Number and Operations Grade 8 High School Advanced Mathematics M:N&O:8:7 Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect...
1
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New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 8-Adv. Math Page 48 of 69 Number and Operations Grade 8 High School Advanced Mathematics M:N&O:8:7 Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect square root as between two whole numbers) by identifying when estimation is appropriate, selecting the appropriate
48
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=48
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 8-Adv. Math Page 48 <span class="highlight">of</span> 69 Number and Operations Grade 8 High School Advanced Mathematics M:N&O:8:7 Makes estimates in a given situation (including tips, discounts, tax, and the value <span class="highlight">of</span> a non-perfect square root as between two whole numbers) by identifying when <span class="highlight">estimation</span> is appropriate, selecting the appropriate
Microsoft Word - ssstdh.docssstdh.pdf
people. High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (A) compares the benefits and costs of different allocation methods (e.g., first come, first serve; prices, contests, lottery, majority rule). 2.▲ (A) compares chara...
1
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people. High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (A) compares the benefits and costs of different allocation methods (e.g., first come, first serve; prices, contests, lottery, majority rule). 2.▲ (A) compares characteristics of traditional command, market, and mixed economies on the basis of property rights, factors of production and locus of economic decision making (e.g., what, how, for whom). 3. (A) uses comparative advantage to
1
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
people. High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (A) compares the benefits and costs <span class="highlight">of</span> different allocation methods (e.g., first come, first serve; prices, contests, <span class="highlight">lottery</span>, majority rule). 2.▲ (A) compares characteristics <span class="highlight">of</span> traditional command, market, and mixed economies on the basis <span class="highlight">of</span> property rights, factors <span class="highlight">of</span> production and locus <span class="highlight">of</span> economic decision making (e.g., what, how, for whom). 3. (A) uses comparative advantage to
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